Variation in the frequency and characteristics of incidental focus on form
Abstract
Recently there has been a call for an integration of meaning-focused and form-focused instruction in the second language (L2) classroom, in order to promote both learners’ fluency and accuracy. Incidental focus on form, in which linguistic items are focused on briefly within meaning-focused activities, is one way such an integration might occur. The present study investigates 12 ESL classes in Auckland, New Zealand in order to compare the frequency and characteristics of incidental focus on form episodes (FFEs) occurring in these classes. A total of 32 hours of meaning-focused classroom interaction was observed and recorded. Characteristics of the FFEs, such as Type, Linguistic Focus and Source, were coded and analysed. Incidental focus on form was found to occur in all classes; however, the frequency of FFEs as well as the characteristics varied significantly among the classes. Furthermore, the number of FFEs that each student participated in varied considerably. The implications of such variation for both research and teaching are discussed.
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In Loewen's (2003) New Zealand ESL classes, not all students participated equally in focus on form episodes (FFEs); roughly 13% were not involved in any direct exchanges.
“For example, Loewen (2003) observed that not all students in his New Zealand ESL classes participated equally in FFEs.In fact, roughly 13% of students were not involved in any direct exchanges, suggesting that any benefit for them would have to come through observing the interaction of others.”
From Interaction and instructed second language acquisition (2018) · cites this paper as Loewen 2003
Both teachers and learners vary in the extent to which they engage in focus on form.
“Both teachers and learners vary in the extent to which they engage in focus on form (Loewen, 2003).”
From Focus on form: A critical review (2016) · cites this paper as Loewen, 2003
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- Authors
- Loewen, S.
- Affiliations
- University of Auckland (NZ)
- Corresponding author
- Loewen, Shawn
- ORCID
- Loewen, Shawn
- Venue
- Language Teaching Research
- Publisher
- SAGE Publications
- Published
- 2003-07
- Volume
- 7
- Issue
- 3
- Pages
- 315-345
- ISSN
- 1362-1688 (ISSN-L)
- 1477-0954
- OpenAlex
- W2118717069
- Cited by
- 76
- References
- 31
- Citations by year
- 2024: 1 · 2023: 1 · 2021: 2 · 2019: 2 · 2018: 5 · 2017: 3 · 2016: 6 · 2015: 6 · 2014: 7 · 2013: 3 · 2012: 6
- FWCI
- 17.53
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Language Teaching Research (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Social Sciences › Arts and Humanities › Language and Linguistics › Linguistics and Language Analysis
- Keywords
- form-focused instruction, meaning-focused instruction, second language acquisition, ESL classroom, classroom interaction, fluency and accuracy
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